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Background: Time perspective is strongly associated with depression. However, the characteristics and associations between trait and state time perspective in adolescents with depression remain unknown. Methods: A total of 211 adolescents with depression (mean age: 14.60 ± 1.69 years) and 215 healthy controls (mean age: 14.66 ± 1.73 years) were selected and assessed using the Chinese version of the Zimbardo Time Perspective Inventory to quantify their trait time perspective. Thirty adolescents were randomly selected from each group to create nine-grid sandplay productions to assess their state time perspective. Results: (1) Regarding the trait time perspective, depressed adolescents scored significantly higher on past negative, present fatalistic, present impulsive, and deviation-balanced time perspective (p < 0.001) and significantly lower on past positive and future (p < 0.05) compared to the control group. (2) In terms of state time perspective, depressed adolescents showed a significantly higher number of squares related to past negative, present negative, and future negative in their nine-grid sandplay productions compared to the control group (p < 0.01).Conversely, they had significantly fewer squares associated with past positive, present positive, future positive than the control group (p < 0.05). (3) Past negative, present fatalistic, and deviation from balanced time perspective traits were negatively correlated with positive state time perspective and positively correlated with negative state time perspective. Past positive and future traits were positively correlated with positive state time perspective and negatively correlated with negative state time perspective. Conclusion: Adolescents with depression are characterized by dwelling on the past, having a severely negative attitude toward the past, being pessimistic about the future, and having a tendency to blame fate or external forces for their problems. In the future, standardized methods for measuring state time perspective should be further explored, as well as the effectiveness of the nine-grid sandplay, for improving time perspective in patients with depression. [ABSTRACT FROM AUTHOR]

BackgroundThe traditional soft X-ray absorption spectroscopy (XAS) method can only work under ultra-high vacuum conditions and cannot be used to detect changes in the electronic structure of samples under real conditions. However, the in-situ soft X-ray absorption spectroscopy method developed in the past decade is mainly based on the fluorescence yield mode. The lack of surface sensitive electron yield mode XAS, especially the Auger electron yield mode, hinders effective detection of chemical information and electronic structure changes on the surface.PurposeThis study aims to investigate the near-ambient pressure X-ray absorption spectroscopy method and the chemical information of the sample surface in the real state.MethodsBy constructing the communication between electron energy spectrometer and the monochromator, the near-atmospheric soft X-ray absorption spectroscopy setup and method were developed at the ME2-BL02B terminal station of Shanghai Synchrotron Radiation Facility (SSRF) different modes of X-ray absorption spectrum under in-situ conditions could be measured in this terminal station, including total electron yield, partial electron yield, and Auger electron yield mode. With the help of in-situ method, the dynamic surface changes of materials at different depths could be described, and platinum-titanium dioxide catalyst for CO oxidation was selected as an example.ResultsThe in-situ ambient pressure X-ray absorption spectroscopy of the electron yield mode recently developed at the ME2-BL02B terminal of SSRF is successfully applied to investigating the catalyst surface under real conditions, and experimental results show the superiority of the surface-sensitive XAS method.ConclusionsThe ambient pressure X-ray absorption spectroscopy method of this study can be used to approximate the chemical information changes of samples in real environments, thereby providing powerful tools for users in the fields of catalysis, environment and energy.

The existing scales for measuring balanced time perspective (BTP) have limitations, such as poor‐fitting structures or a complex calculation method. Based on previous studies, we conceptualize BTP as an individual's overall positive outlook on the past and future and mindfully living in the present. The present study aimed to develop the Time Perspective Inventory (TPI) for Chinese adults, determine its psychometric properties, and examine a simple calculation method for generating a score to represent BTP. In study 1, a 7‐factor structure of TPI – Past Positive, Past Negative, Mindful Present, Present Hedonistic, Present Excessively Task‐oriented, Future Positive, and Future Negative – was established through exploratory (sample 1, N = 529) and confirmatory (sample 2, N = 577) factor analyses. Findings supported the internal consistency, test–retest reliability, and criterion‐related validity of the TPI. We proposed using the score difference between positive time perspectives and negative time perspectives to calculate the BTP. Findings showed that the correlations between BTP and subjective well‐being indicators and anxiety were higher than among individual dimensions of TPI. Study 2 (sample 3, N = 713) compared the effects of the TPI and the Chinese version of the Zimbardo Time Perspective Inventory (ZTPI‐C) on well‐being indicators and anxiety. Results indicated that the variance of life satisfaction, positive affect, negative affect, and anxiety explained by BTP measured with TPI was higher than deviation from BTP (DBTP) measured with ZTPI‐C. Together, the TPI yields reliable and valid BTP scores among Chinese adults. [ABSTRACT FROM AUTHOR]

This paper presents a novel piezoelectric micromachined ultrasonic transducer (PMUT) with theoretical simulation, fabrication, and testing. Conventional methods using a PCB or an external horn to adjust the PMUT acoustic field angle are limited by the need for transducer size. To address this limitation, the stepped-tube (expanded tube) backside cavity PMUT has been proposed. The stepped-tube PMUT and the tube PMUT devices have the same membrane structure, and the acoustic impedance matching of the PMUT is optimized by modifying the boundary conditions of the back cavity structure. The acoustic comparison experiments show that the average output sound pressure of the stepped-tube backside cavity PMUT has increased by 17%, the half-power-beam-width (θ-3db) has been reduced from 55° to 30° with a reduction of 45%, and the side lobe level signal is reduced from 147 mV to 66 mV. In addition, this work is fabricated on an eight-inch wafer. The process is compatible with standard complementary metal oxide semiconductor (CMOS), conditions are stable, and the cost is controllable, plus it facilitates the batch process. These conclusions suggest that the stepped-tube backside cavity PMUT will bring new, effective, and reliable solutions to ranging applications. [ABSTRACT FROM AUTHOR]

Lesson study (LS), a teacher-oriented, student-focused professional development approach that originated in Asia, has spread globally. However, findings related to the effect of LS on teacher learning and growth have varied widely. This suggests a need to review current research on LS in the field of mathematics education. This paper focuses on mathematics teachers' learning and professional growth through LS using Clarke and Hollingworth's interconnected model of professional growth (IMPG) that contains three components: domains of change, mediating mechanisms, and change environment. With regard to domains of change, we found that although previous LS studies—often small scaled, qualitative studies—attended to all domains of change, they have more frequently reported changes in the personal (or collective) domain (e.g., teacher knowledge) but have relatively less frequently reported changes in other domains. In fact, there is a lack of research on systematic changes across domains in the IMPG. Regarding the mediating mechanisms, research has well explored both enactment (planning and teaching) and reflection (debriefing). For enactment, the planning process is less appreciated, and there is an inconsistent understanding of the role of the knowledgeable others. For reflection, there is a lack of focus on student thinking and constructive feedback during this process. Finally, research has suggested that LS has received support from the change environment but that tensions (e.g., time limits) have remained. These challenges call for systemic support and cross-cultural collaborations to develop sustainable and large-scale LS. We suggest future directions for continued research and practice. [ABSTRACT FROM AUTHOR]